This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Betty J. Mace-Matluck, Lourdes Diaz Soto, Isabel Schon, Alba A. Ortiz, Stephen Krashen, Judit Moschkovich, Ronald Nutter, Margarita Calderon, David Marsh, and Christian Faltis.
(1981). Aula/The Classroom: Teaching Spanish Writing to Bilingual College Students, NABE: The Journal for the National Association for Bilingual Education. Three approaches to Spanish language instruction for bilingual college students are briefly considered. Opportunities for learning to write in Spanish are examined in light of recent work concerning writing modes and writing instruction. Two textbooks reflecting the comprehensive approach to Spanish language development are analyzed in terms of writing assignments. Descriptors: Bilingual Students, College Students, Higher Education, Language Acquisition
(1981). Asian and Pacific American Early Education: Research Needs, NABE: The Journal for the National Association for Bilingual Education. An analysis of literature on young Asian and Pacific American children points to a need for (a) research on neglected subgroups; (b) systematic, objective, and indepth procedures for investigating individual cultures; and (c) an accurate database on which to make educational value decisions and develop appropriate instructional methods. Descriptors: Asian Americans, Cultural Differences, Early Childhood Education, Pacific Americans
(1999). Preparing Secondary Education Teachers To Work with English Language Learners: Social Studies. NCBE Resource Collection Series, No. 13. This document focuses on the education of secondary level English language learners within mainstream social studies classes. It provides teachers and teacher educators with an understanding of how mainstream social studies instruction can be designed and implemented to enhance academic achievement for these students. Research for this report included an extensive search of various databases and World Wide Web sites; analysis of the national content standards documents for history and three other core areas; site visits to a suburban high school that used a team teaching approach to working with English language learners enrolled in mainstream classes; and personal interviews with education faculty at George Washington University who are responsible for preparing preservice teachers for secondary level mainstream instruction. After an introduction, the first section discusses social studies content standards. The second section describes how to make social studies content accessible to English language learners, including: adopt a flexible, thematic-based curriculum; give students adequate time to learn social studies content; link social studies concepts to prior knowledge; accommodate a variety of learning styles; and use cooperative learning strategies. The third section discusses linking instruction to assessment. The fourth section looks at characteristics of effective mainstream teacher preparation. (Contains 36 references.) [More] Descriptors: Bilingual Students, Cognitive Style, Cooperative Learning, English (Second Language)
(1984). A Model for the Inclusion of the Bicultural Perspective in the Formulation of Educational Policy, NABE: The Journal for the National Association for Bilingual Education. Addresses the need for inclusion of minority perspectives in public school educational policy and decision making process. Describes a utility based discrepancy analysis model designed to facilitate the inclusion and management of multiple perspectives. Examples from school settings illustrate school administrator response to minority concerns in policy formulation process. Descriptors: Decision Making, Educational Policy, Elementary Secondary Education, Minority Group Influences
(1988). Applying Research on Effective Bilingual Instruction in a Multi-District Inservice Teacher Training Program, NABE: The Journal for the National Association for Bilingual Education. Describes the design, content, and delivery strategies of the Multidistrict Trainer of Trainers Institute (MTTI), which helps educators apply research findings on bilingual instruction. Reports survey responses of MTTI trainers and participants concerning the impact of MTTI on participants' classroom practices and peer coaching skills. Contains 30 references. Descriptors: Bilingual Education, Educational Practices, Higher Education, Inservice Teacher Education
(1983). Incidence of Exceptionality among Hispanics: Implications for Manpower Planning, NABE: The Journal for the National Association for Bilingual Education. Contains information on incidence of handicapping conditions among Texas Hispanic students; delivery of special education services to handicapped Texas Hispanics; a specific example of the application of a human resource planning model to bilingual handicapped students; significant staffing needs associated with serving exceptional Hispanics. Descriptors: Access to Education, Bilingual Education Programs, Bilingual Students, Cultural Influences
(2002). A Situated and Sociocultural Perspective on Bilingual Mathematics Learners, Mathematical Thinking and Learning. Explores three perspectives on bilingual mathematics learners and considers how a situated and sociocultural perspective can inform work in this area. Illustrates how a situated and sociocultural perspective can expand views of what counts as competence in mathematical communication. Descriptors: Bilingual Education, Mathematics Education, Secondary Education, Sociocultural Patterns
(1976). Critique of Oral Language Assessment Instruments, Journal of the National Association for Bilingual Education. The best assessment instrument is the one which tests the students on linguistic patterns and speech events familiar to the student; these instruments must be oriented to the speech communities to be tested. Validation of these materials must also take place within the target population. At the same time these testing materials must test both decoding and encoding and offer the possibility of placement at any point along a linguistic continum. Descriptors: Bilingual Students, Diagnostic Tests, Educational Assessment, Language Tests
(1979). Academic Achievement of Recent Immigrants from Mexico, NABE: The Journal for the National Association for Bilingual Education. Presents evidence contradicting previous findings regarding the relative academic superiority of recent Mexican immigrants over native-born Mexican Americans. Discusses the problem of the relative achievement levels of the two groups in the context of three possible explanations: socio-economic differences; teacher expectancy effect; and native language theory. [More] Descriptors: Academic Achievement, Bilingual Education, Comparative Analysis, Educational Policy
(1999). Implementation of Mother-Tongue Teaching in Hong Kong Secondary Schools: Some Recent Reports, Discover. While most primary school education in Hong Kong (China) is in the native language, Cantonese, and most university-level instruction is conducted in English, the language of secondary school instruction has begun to shift from English to Cantonese. The decision to increase Cantonese use is controversial. Four studies of this situation are reported. The first, a study of 56 secondary schools, found Chinese-medium classes less passive. The second, a survey of 189 Chinese-medium schools, found most principals and slightly fewer teachers believed native-language teaching facilitated higher-level learning. The third study, of grade 7 students in 12 secondary schools found the Chinese-medium students felt their English had improved more than did the English-medium students. The fourth study, consisting of in-depth interviews with students, found Chinese-medium students to be more comfortable in class. Further examination of the studies, not yet available in full, and further research on native language-medium instruction in this and other contexts are recommended. Contains 11 references. [More] Descriptors: Chinese, English, Foreign Countries, Language of Instruction
(1989). Teaching Reading to Bilingual Children: A Longitudinal Study of Teaching and Learning in the Early Grades, NABE: The Journal of the National Association for Bilingual Education. A followup of 380 limited-English-speaking Hispanic children in 20 Texas elementary schools found that most acquired English oral language skills at expected rates and were reading in English at expected levels by third grade. Reading achievement was related to instructional factors and early oral competence in either language. Contains 22 references. Descriptors: Bilingual Education, English (Second Language), Longitudinal Studies, Mexican American Education
(1985). Ten Years after a Preschool Intervention for Low Birth Weight Spanish-American Children, NABE: The Journal for the National Association for Bilingual Education. The low birth weight criterion and other factors used for entry in 1971 into the Responsive Environment Program for Spanish-American Children (RESPAC), yielded predictions of school failure for nearly all RESPAC students. A significant finding of the 10-year follow-up study was that 86 percent of RESPAC students had normal school progress. Descriptors: Bilingual Education Programs, Birth Weight, Elementary Secondary Education, Followup Studies
(1981). Specifying the Needs of a 'Bilingual' Developmentally Disabled Population: Issues and Case Studies, NABE: The Journal for the National Association for Bilingual Education. Linguistic and cognitive assessment of children whose home language is not English involves numerous complex issues: criteria for labeling minority children cognitively deficient, relationship between bilingualism and cognitive development, acquisition of Spanish and English by bilingual children, and design of programs for non-English speaking children who also experience development disability. Descriptors: Bilingual Students, Case Studies, Cognitive Measurement, Developmental Disabilities
(1982). The Effects of Books in Spanish and Free Reading Time on Hispanic Students' Reading Abilities and Attitudes, NABE: The Journal for the National Association for Bilingual Education. Providing Hispanic elementary students with a great variety of books in Spanish and 60 minutes a week of free reading time resulted in significantly higher Spanish reading performance with no loss of English reading proficiency and significant improvement of reading attidues, compared with control groups. Descriptors: Bilingual Education Programs, Bilingual Students, Bilingual Teachers, Elementary Education
(1999). Preserving Home Languages and Cultures in the Classroom: Challenges and Opportunities, Directions in Language and Education. Decades of research document the powerful academic and socio-affective benefits of a strong home language base and affirmation of home language and culture as a valuable resource. This article explores the implicit challenges, daily realities, opportunities, and practical implications of incorporating language and culture into classrooms as they relate to culturally and linguistically diverse language learners. It describes the daily realities faced by teachers, students, families, and communities, and then offers practical advice for all classroom educators. The following suggestions are given: accept the premise that children are members of diverse family and community systems bringing multiple gifts of language, culture, and wisdom; become an ethnographer: keenly observe children's language capabilities, both in the native language and English; encourage and accept children's attempts to communicate since errors are a normal part of language learning; provide many opportunities for children to communicate; plan authentic integrated communities that allow children to value and appreciate their identities; organize the physical environment to reflect the diversity of cultures in the classroom; build lines of communication among linguistically and culturally diverse families and educators; and initiate dialogues and advocacy work about language and culture among and across organizations and leaders capable of addressing the specific policy needs of young children. Contains many references to recent scholarship in the field and offers suggestions for further reading. [More] Descriptors: Classroom Techniques, Cultural Maintenance, Cultural Pluralism, Elementary Secondary Education